Another key to success was the focus
on simple changes in classroom environments to reduce the frequency of challenging
behavior, such as providing children with choices, creating well-organized learning
centers, limiting the number of children in potentially crowded spaces, and providing
children with leadership opportunities or responsibility in the classroom. The high
implementation fidelity ratings for GEN children (60% of activities), although lower
than for FOC children, suggest that the FACET approach to professional development,
with repeated training sessions, scaffolding and monitoring of team activities, was
beneficial in promoting generalization of the FACET model (without consultative
support) with other children.